Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language
IntroductionLearning English as a foreign language is necessary for many students to actively participate in an increasingly globalized world. This study explores the role of informal English language engagement for students’ reading and listening skills, as well as motivation to learn English. In a...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-01-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1289600/full |
| _version_ | 1797348612923981824 |
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| author | Jennifer Meyer Johanna Fleckenstein Johanna Fleckenstein Maleika Krüger Stefan Daniel Keller Nicolas Hübner |
| author_facet | Jennifer Meyer Johanna Fleckenstein Johanna Fleckenstein Maleika Krüger Stefan Daniel Keller Nicolas Hübner |
| author_sort | Jennifer Meyer |
| collection | DOAJ |
| description | IntroductionLearning English as a foreign language is necessary for many students to actively participate in an increasingly globalized world. This study explores the role of informal English language engagement for students’ reading and listening skills, as well as motivation to learn English. In an era of global interconnectedness, informal learning gains importance as a supplement to formal education.MethodsThis study extends the evidence base by analyzing extramural reading and listening activities in a large-scale longitudinal investigation involving secondary school learners (N = 1,994) in Germany.ResultsOur results show that frequent informal reading significantly relates to increases in students’ English comprehension skills and their motivation for language learning, reaffirming previous cross-sectional findings.DiscussionThe results highlight the relevance of informal language activities for effective language learning and students’ English as a foreign language motivation. Additionally, discrepancies between reading and listening outcomes are discussed. |
| first_indexed | 2024-03-08T12:07:54Z |
| format | Article |
| id | doaj.art-9aab6a5d1c2049469ed483b857875c93 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-08T12:07:54Z |
| publishDate | 2024-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-9aab6a5d1c2049469ed483b857875c932024-01-23T04:22:59ZengFrontiers Media S.A.Frontiers in Psychology1664-10782024-01-011410.3389/fpsyg.2023.12896001289600Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign languageJennifer Meyer0Johanna Fleckenstein1Johanna Fleckenstein2Maleika Krüger3Stefan Daniel Keller4Nicolas Hübner5Leibniz Institute for Science and Mathematics Education, Kiel, GermanyLeibniz Institute for Science and Mathematics Education, Kiel, GermanyDepartment of Applied Educational Science, University of Hildesheim, Hildesheim, GermanyPrimary School Pedagogy, Structural Unit Educational Science, University of Potsdam, Potsdam, GermanyDepartment Subject Specific Teaching and Learning Science, Zurich University of Teacher Education, Zürich, SwitzerlandInstitute of Education, University of Tübingen, Tübingen, GermanyIntroductionLearning English as a foreign language is necessary for many students to actively participate in an increasingly globalized world. This study explores the role of informal English language engagement for students’ reading and listening skills, as well as motivation to learn English. In an era of global interconnectedness, informal learning gains importance as a supplement to formal education.MethodsThis study extends the evidence base by analyzing extramural reading and listening activities in a large-scale longitudinal investigation involving secondary school learners (N = 1,994) in Germany.ResultsOur results show that frequent informal reading significantly relates to increases in students’ English comprehension skills and their motivation for language learning, reaffirming previous cross-sectional findings.DiscussionThe results highlight the relevance of informal language activities for effective language learning and students’ English as a foreign language motivation. Additionally, discrepancies between reading and listening outcomes are discussed.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1289600/fullinformal language learningexpectancy-value theorymotivationEnglish achievementlongitudinal data |
| spellingShingle | Jennifer Meyer Johanna Fleckenstein Johanna Fleckenstein Maleika Krüger Stefan Daniel Keller Nicolas Hübner Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language Frontiers in Psychology informal language learning expectancy-value theory motivation English achievement longitudinal data |
| title | Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language |
| title_full | Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language |
| title_fullStr | Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language |
| title_full_unstemmed | Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language |
| title_short | Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language |
| title_sort | read at home to do well at school informal reading predicts achievement and motivation in english as a foreign language |
| topic | informal language learning expectancy-value theory motivation English achievement longitudinal data |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1289600/full |
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